“…More often than not, attempts have been in vain to meet these instructional needs. Multiple studies have investigated different technologies and technological tools in the field of language/teacher education: literacy and augmented reality (Park & Khoshnevisan, 2019); augmented reality and English language art classroom (Khoshnevisan, 2021a); augmented reality and teacher education (Khoshnevisan, 2019b;Khoshnevisan, 2021b); automatic writing evaluation (AWE) tools to enhance writing skills (Khoshnevisan, 2019e); animated pedagogical agents (Khoshnevisan, 2018a;Khoshnevisan & Rashtchi, 2021); AR flashcards (Khoshnevisan, 2020b); technology and language education in America (Khoshnevisan, 2019d); augmented reality and language learning (Khoshnevisan & Le, 2018); audiotaped dialogue journals (Rashtchi & Khoshnevisan, 2008); ARinfused apps (Hadid, Mannion, Khoshnevisan, 2019); material development (Khoshnevisan, 2020a) to name but a few. Khoshnevisan (2019c) chronologically reviewed different technologies used to help language learners.…”